초록 열기/닫기 버튼
The purpose of this study was to examine the effects of shadow reading on Grades 5-6 students' oral skills, the relation between the effect of shadow reading and English proficiency, and learning attitudes. For this purpose, 32 students from Grades 5-6 were divided into either a high group or a low group based on TOPEL and participated in shadow reading as after-school class activities at an elementary school in Pusan. The participants were given ESPT and questionnaires as the pre- and post-test. Only activities based on the separated-skill approach were done to increase vocabulary and 4 language skills before implementing shadow reading. Fifteen shadow reading were used during 15 weeks (75 periods) which were designed in the order of individual shadowing, complete shadowing, selective shadowing, and written retelling. Each shadow reading was conducted on the basis of both perceptual-cognitive and social interactive process. The result showed that there was a positive effect of shadow reading on Grades 5-6 students' English listening and speaking ability.
